Search

Elaboration (1) ACLFWU192

acknowledging cultural and intellectual property rights and copyright over language work, including song holders, story keepers, language informers, composers and choreographers

Elaboration (3) ACLFWU195

understanding challenges in developing new words and structures for the language, and how these words might be developed within the existing resources of the language or by analogy from related languages

Elaboration (8) ACLFWU195

working with local Aboriginal and Torres Strait Islander communities in language-related projects, and contributing to local language records and resources through structured and research-based projects

Elaboration (1) ACLFWC069

responding to and using routine classroom language, for example, ‘sit down’, ‘stand up’, ‘listen!’ ‘look this way’, ‘tidy up’ in the target language

Elaboration (2) ACLFWC092

using a range of methods to record and display information about the target language region, drawing on local practices used by the target language community to represent Country/Place

Elaboration (1) ACLFWU104

understanding ways in which languages influence one another, for example, language shift, language loss, shared writing systems and concepts, loan words

Elaboration (3) ACLFWC110

planning and preparing for a real or virtual visit to the target language community, preparing and rehearsing language forms, structures and vocabulary and considering appropriate behaviours

Elaboration (1) ACLFWU127

acknowledging cultural and intellectual property rights and copyright over language work, in relation to song holders, story keepers, language informers, composers and choreographers

ACLHIU106

Recognise that the Hindi language has evolved and developed through different periods of time and as a result of different influences and interactions, that it is related to many other languages used in India and in the Australian community, and that …

Elaborations ScOT Terms

ACLTUU101

Recognise that the Turkish language has evolved and developed through different periods of time, across different contexts and as a result of different influences and interactions, and that it is related to many other languages and has influenced other …

Elaborations ScOT Terms

Elaboration ACLHIC010

noticing differences in ways they communicate with friends and family in Hindi and English, such as using different forms of address in Hindi for relatives on a father’s or mother’s side of the family, for example, बुआ जी for a father’s sister and मौसी …

Elaboration ACLHIC062

translating popular Hindi proverbs or lines of poems into English, considering how to adapt or adjust them to convey equivalent meanings in English, for example, गंगा गए तो गंगादास जमना गए तो जमनादास; चोर की दाढ़ी में तिनका

Elaboration (7) ACLJAC026

translating texts such as public signs, notices or advertisements from Japanese into English and vice versa, comparing elements such as levels of politeness or degree of directness, for example, ましょう form in Japanese, ‘Keep clean (きれいにしましょう)’ translates …

Elaboration ACLMGU152

recognising Greek morphemes (prefixes, suffixes and base words) in English, to explain spelling patterns in English, and to help work out meanings of unknown words, for example, anti-, astro-, auto-, bio-, deca-, demo-, geo-, -gram-, -graph-, hyper-, …

Elaboration (2) ACLSPU018

identifying words or expressions that reflect values and ways of thinking about the world in Spanish, English and other languages, for example, the religious and cultural associations of relationships such as compadrazgo, names such as Jesús María, Dolores, …

Elaboration (6) ACLTUU101

recognising the influence of Turkish on English, for example, by identifying words commonly used in Australian English, such as yoghurt (yoğurt), coffee (kahve), horde (ordu), kiosk (köşk), kebab (kebap), turquoise (turkuaz);

Elaboration (1) ACLVIU169

recognising differences in Vietnamese and English responses to negative tag questions to avoid misinterpretation, for example, in Vietnamese the response to the question Em chưa làm bài tập về nhà phải không? (‘You haven’t done your homework, have …

Elaboration (4) ACLVIC023

describing key messages, values and beliefs in traditional texts in Vietnamese, such as legends, fables, folk tales or humorous stories, and comparing these with similar texts in English, for example, comparing the Vietnamese folk tale Tấm Cám with the …

Elaboration ACELA1551

identifying the various communities to which students belong and how language reinforces membership of these communities (the intimate language of family members, the jargon of teenage groups, the technicality of some online communities, the language …

Elaboration ACHASSK062

liasing with Community to identify original language groups of Aboriginal or Torres Strait Islander Peoples who belong to the local area and exploring the relationship between language, Country/Place and spirituality. (This is intended to be a local area …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities